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• FIRST POST
• onejontwo
• 14th Sep 18, 6:08 PM
• 1,035Posts
• 291Thanks
onejontwo
Probably wrong thread, but I've been racking my brains over this simple maths question:- If a person travels 35 km in 1 hour 10 mins. what is her average speed?

Page 2
• TheCyclingProgrammer
• 15th Sep 18, 1:35 PM
• 3,224 Posts
• 1,892 Thanks
TheCyclingProgrammer
He travels 35km/1.167h, that makes it 29.99km/h
Originally posted by arciere
The answer is 30. You’ve lost precision because you’ve rounded 1/6th to the nearest 100th. Sometimes it’s easier to just use fractions.
• John Gray
• 15th Sep 18, 2:04 PM
• 5,260 Posts
• 3,060 Thanks
John Gray
+1 for the correct use of 'precision'!
• ballyblack
• 15th Sep 18, 3:02 PM
• 3,756 Posts
• 1,963 Thanks
ballyblack
it should be MPH anyway ..................roll on Brexit
• tempus_fugit
• 15th Sep 18, 7:11 PM
• 484 Posts
• 433 Thanks
tempus_fugit
Apologies, Italian here.
Originally posted by arciere
No need to apologise. It could be either gender but we are just being forced to show some form of "equality" by forcing us all to use the feminine forms. I always say "he/him" as I am male.
Retired at age 56 after having "light bulb moment" due to reading MSE and its forums. Have been converted to the "budget to zero" concept and use YNAB for all monthly budgeting and long term goals.
• coffeehound
• 15th Sep 18, 8:47 PM
• 1,780 Posts
• 2,728 Thanks
coffeehound
Pretty difficult question for 10 year olds
• onomatopoeia99
• 15th Sep 18, 11:11 PM
• 4,561 Posts
• 10,435 Thanks
onomatopoeia99
Pretty difficult question for 10 year olds
Originally posted by coffeehound
Basic multiplication and division of integers, or "whole numbers" as we called them when I was that age at the end of the 1970s. Given I remember we were doing long multiplication and division at the same age, I'd go for it being a pretty straightforward question for a 10 year old.
INTP, nerd, libertarian and scifi geek.
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• coffeehound
• 16th Sep 18, 5:34 AM
• 1,780 Posts
• 2,728 Thanks
coffeehound
Basic multiplication and division of integers, or "whole numbers" as we called them when I was that age at the end of the 1970s. Given I remember we were doing long multiplication and division at the same age, I'd go for it being a pretty straightforward question for a 10 year old.
Originally posted by onomatopoeia99
Really - long division at primary school? Cant honestly remember what we were doing at that age. This question involves deeper understanding than the basic arithmetic to know what to do i suppose. Anyway Im impressed that 10 year olds could tackle it.
• jackieblack
• 16th Sep 18, 6:48 AM
• 7,993 Posts
• 11,754 Thanks
jackieblack
Pretty difficult question for 10 year olds
Originally posted by coffeehound
Not really
Basic multiplication and division of integers, or "whole numbers" as we called them when I was that age at the end of the 1970s. Given I remember we were doing long multiplication and division at the same age, I'd go for it being a pretty straightforward question for a 10 year old.
Originally posted by onomatopoeia99
Yep, me too
Really - long division at primary school? Cant honestly remember what we were doing at that age. This question involves deeper understanding than the basic arithmetic to know what to do i suppose. Anyway Im impressed that 10 year olds could tackle it.
Originally posted by coffeehound
An 10 year old of average ability would be expected to recognise that 35 is a factor of 70.

Upper key stage 2 - years 5 and 6
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.
With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals
and percentages.

https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study#year-6-programme-of-study
Last edited by jackieblack; 16-09-2018 at 6:56 AM.
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• dogmaryxx
• 16th Sep 18, 9:11 AM
• 2,135 Posts
• 2,563 Thanks
dogmaryxx
Would have been a mental arithmetic question in 1952 at my primary school.

Could you pass the 11-plus? Exam papers first used in the 1950s

ARITHMETIC

1. 3,755 is multiplied by 25 and the result is divided by 125. Write down the answer.

2. A motorist leaves home at 10.15am and drives at 32 miles per hour. He stops for lunch from noon to 1.45pm and then continues his journey at 30 miles per hour. How many miles has he travelled by 5pm?

3. An aeroplane uses 100 gallons of petrol for a flight of 150 miles. How far could it fly using 40 gallons?

4. Write in figures: twelve thousand and twelve.

5. A race started at 23 minutes past three and finished at 23 minutes to four. How long did it take?

6. Simplify:

a) 1,000 - 10

b) 25 x 12

c) 615 divided by 3

d) 0.5 + 0.75

e) The fractions 4/5 - 7/10

7. Of 800 people living in a village, half are men and half women. A quarter of the men leave the village to join the army. How many more women then men now remain?

8. Multiply 7,296 by 479.

9. Which of these numbers is divisible by 4 without any remainder: 214, 230, 226, 224, 218?

10. Add all the odd numbers between 12 and 20.

NO CALCULATORS ALLOWED
• prowla
• By prowla 16th Sep 18, 9:14 AM
• 10,067 Posts
• 8,284 Thanks
prowla
(35 / 70) x 60

ie. 35/70 =miles per minute, then x60 for miles per hour.
• coffeehound
• 17th Sep 18, 10:02 AM
• 1,780 Posts
• 2,728 Thanks
coffeehound
Not really

Yep, me too

An 10 year old of average ability would be expected to recognise that 35 is a factor of 70.
Originally posted by jackieblack
Not sure why 35 being a factor of 70 would help with that calc? Well i take your point that this would be within the syllabus but to be honest i doubt that every average 20- or 30-year-old would know how to tackle it!
• neilmcl
• By neilmcl 17th Sep 18, 10:45 AM
• 11,588 Posts
• 8,374 Thanks
neilmcl
Not sure why 35 being a factor of 70 would help with that calc? Well i take your point that this would be within the syllabus but to be honest i doubt that every average 20- or 30-year-old would know how to tackle it!
Originally posted by coffeehound
Which says a lot more about the education system over the past 20 years or so, in particular with reference to the core subjects of maths, English and science.

Personally I think it started to go downhill with the introduction of GCSEs.
• Cornucopia
• 17th Sep 18, 11:29 AM
• 10,691 Posts
• 10,981 Thanks
Cornucopia
Could you pass the 11-plus? Exam papers first used in the 1950s...
Originally posted by dogmaryxx
I don't think there's anything particularly tricky there - perhaps a couple where you would need to read the question carefully? Barring silly mistakes or misunderstanding the question I would say everything was doable. Do we know how much time they would have been given?

I can't help thinking that the motorist in Q2 was almost certainly wearing a flat cap and driving a Morris Traveller.

Last edited by Cornucopia; Yesterday at 1:25 PM.
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• DoaM
• By DoaM 17th Sep 18, 1:11 PM
• 4,698 Posts
• 4,689 Thanks
DoaM
Not sure why 35 being a factor of 70 would help with that calc?
Originally posted by coffeehound
The why has already been explained ... even in the post immediately before yours! (Albeit prowla used miles instead of kilometres, so obviously didn't read the question properly)
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• Cornucopia
• 17th Sep 18, 1:29 PM
• 10,691 Posts
• 10,981 Thanks
Cornucopia
In a classroom where "real" problem solving is being emphasised over use of tools like calculators (and before that, log tables and sliderules) these sort of easy breakdown equations are often used.

You have to recognise the shortcuts, though, to save yourself the hassle and work that may not be practical in the time allowed.

A classic was always the approximation of Pi as 22/7 - easily worked into easy to break down equations (certainly much easier than the true, irrational value).
I'm a Board Guide on the Phones & TV, Techie Stuff, In My Home,
The Money Savers Arms and Food Shopping boards. I'm a volunteer to help the boards run smoothly, and I can move and merge threads there. Any views (especially those on the UK TV Licence) are mine and not the official line of moneysavingexpert.com.

Board guides are not moderators. If you spot an inappropriate or illegal post then please report it to forumteam@moneysavingexpert.com
• GunJack
• By GunJack 17th Sep 18, 3:12 PM
• 10,346 Posts
• 7,750 Thanks
GunJack
A classic was always the approximation of Pi as 22/7 - easily worked into easy to break down equations (certainly much easier than the true, irrational value).
Originally posted by Cornucopia
Yeah, that made lots of stuff quicker....

I still despair over some of the methods they have taught for long division/multiplication over the last 20 or so years....my oldest used to marvel at how quick they could be done when helping him with his homework, but they'd brainwashed the kids so much he couldn't get it for a looong time
......Gettin' There, Wherever There is......
• jackieblack
• 17th Sep 18, 6:21 PM
• 7,993 Posts
• 11,754 Thanks
jackieblack
The why has already been explained ... even in the post immediately before yours! (Albeit prowla used miles instead of kilometres, so obviously didn't read the question properly)
Originally posted by DoaM
Presuming it was two mark question, as long as he had shown his working prowla would still get a mark by showing he'd understood what the question was asking and used the correct method, just not the extra mark for the actual correct answer
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